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حقوق التعليم الخاص لعائلتك

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حقوق التعليم الخاص لعائلتك

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 تعرف على كيفية عمل عملية التعليم الخاص من أجل المشاركة الفعالة والتعاون مع موظفي المدرسة في اتخاذ القرارات المناسبة فيما يتعلق بالاحتياجات التعليمية لطفلك                                                         The Special Education Process   

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 تعرف على كيفية عمل عملية التعليم الخاص من أجل المشاركة الفعالة والتعاون مع موظفي المدرسة في اتخاذ القرارات المناسبة فيما يتعلق بالاحتياجات التعليمية لطفلك                                                         The Special Education Process   

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/special-education-process#

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Disability Categories

Definitions of the 14 disability categories (Virginia Department of Education, 2019)

Additional Elements of the Special Education Process

Least Restrictive Environment: Students who receive special education services are educated with their peers, to the greatest extent appropriate, while engaged in appropriate curriculum that allows for progress toward their IEP goals.

Related Services: Specialized services such as speech, occupational or physical therapy, counseling or orientation, and mobility services, that the IEP team may determine are necessary for a student with a disability to successfully participate in his or her special education program.

Additional Services:

Adapted Physical Education (APE): APE is developmentally appropriate physical education that includes adapting or modifying the physical education curriculum to meet the individualized needs of students when their disabilities significantly impact the ability to participate in general physical education.

Deaf/Hard-of-Hearing Services: Students who are Deaf or hard-of-hearing may be serviced by itinerant services for students attending the base schools and intensive services in three modalities in three center programs. Programs focus on access to instruction, self-advocacy, and development of content knowledge.

Vision Services: Students who are vision impaired may be serviced by itinerant supports for students attending their base school in addition to the option for center based VI programs. Programming is designed to provide specialized instruction and resources to teachers and students that include specialized print material and low vision aids.

Extended School Year (ESY) Services: Special education and/or related services provided beyond the normal school year of a public agency to provide a free, appropriate, public education (FAPE) to a student with a disability in accordance with the student's IEP at no cost to the family.

Assistive Technology Services (ATS): A section within the Office of Special Education Instruction that provides assistive technology support to FCPS students with disabilities who receive special education services and the staff members who support them.

Positive Behavior Approaches (PBA): Two specific approaches, Positive Behavioral Interventions and Supports (PBIS) and Responsive Classroom©, have been promoted as practices used in the design of a school's Positive Behavior Approach. Behavior Intervention Services provides comprehensive behavior intervention and support to school teams for students receiving general and special education services. In designated classrooms, Applied behavior analysis (ABA) is used to modify behaviors, teach new skills, and prepare students to function as independently as possible.

Functional Behavioral Assessment (FBA) and Behavioral Intervention Plans (BIP): An FBA may be conducted and a BIP developed whenever a behavior demonstrated by a student significantly impedes the student's learning and/or the learning of other students.

Career and Transition Programs and Services (CTS): Transition planning is an ongoing and outcome-oriented process that is based on collaboration between students with disabilities, their families, the school, adult service personnel, and the community.

The Participation of Students Who Receive Special Education Services in Virginia's Accountability System: All students with disabilities are required to participate in the state's accountability system. More specifically, students with disabilities are expected to participate in all content area assessments that are available to students without disabilities.

Children placed in private schools by their parents: Students who are residents of Fairfax County but attend a private school in a different county should be referred to the public school closest to their private school in the county in which the private school is located.

Discipline and Students with Disabilities: The Student Rights and Responsibilities Booklet (Regulation 2601) is sent home at the beginning of each school year and contains a section titled, Guidance for Parents of Students with Disabilities regarding Virginia regulations related to student discipline. Students with disabilities may be disciplined in the same ways as students without disabilities in most situations.

The Appeals Process: Options for dispute resolution or appeal are described in the Virginia Special Education Procedural Safeguards Notice, titled Your Family's Special Education Rights. The Virginia Special Education Procedural Safeguards Notice and its translations are available on the Forms Related to Special Education webpage.

Student Records: FCPS maintains student records in compliance with the laws of both the Commonwealth of Virginia and the federal government.

Special Education Handbook for Parents

This handbook includes details of the special education process and additional resources to help parents, educators, and students with disabilities work together for the common goals of successful learning and outcomes for children.

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Definitions of the 14 disability categories (Virginia Department of Education, 2019) Least Restrictive Environment: Students who receive special education services are educated with their peers, to the greatest extent appropriate, while engaged in appropriate curriculum that allows for progress toward their IEP goals.

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      معلومات الاتصال الخاصة بمكتب تنسيق التعليم الخاص ودعم الإجراءات                                                                   Contact information for the Office of Special Education Instruction and Procedural Support Liaisons.    

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      معلومات الاتصال الخاصة بمكتب تنسيق التعليم الخاص ودعم الإجراءات                                                                   Contact information for the Office of Special Education Instruction and Procedural Support Liaisons.    

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/special-services-contact-information#

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Special Services Contact Information | Fairfax County Public Schools

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Contact information for the Office of Special Education Procedural Support (Due Process and Eligibility, Procedural Support Services, and Multi-Agency Services).

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تحديد الاهليه للحصول علي خدمات التعليم الخاص لمرحله ما قبل المدرسه(Child Find)

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تحديد الاهليه للحصول علي خدمات التعليم الخاص لمرحله ما قبل المدرسه(Child Find)

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Family Resource Centerمركز موارد العائله يقدم الدعم والعديد من المصادر للأسر حول التربيه والتعليم وايضا استشارات سريه ومجانيه باللغه العربيه للأسر حول اي موضوعات

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Family Resource Centerمركز موارد العائله يقدم الدعم والعديد من المصادر للأسر حول التربيه والتعليم وايضا استشارات سريه ومجانيه باللغه العربيه للأسر حول اي موضوعات

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 المنهج المعدل لطلبه التعليم الخاص من مرحله ما قبل الروضه الي الصف الثاني عشر                                                                    Adapted Curriculum, PreK-12     

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 المنهج المعدل لطلبه التعليم الخاص من مرحله ما قبل الروضه الي الصف الثاني عشر                                                                    Adapted Curriculum, PreK-12     

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/adapted-curriculum-prek-12#

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Adapted Curriculum Literacy Matrix

Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum

Instructional Program

Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP). Special education services range from support in general education settings to specialized instruction in self-contained special education classes.

The academic instructional program for students on an adapted curriculum is guided by the general education curriculum and provides instruction with an additional focus on life skills. The curriculum emphasizes skills necessary for and relevant to independent functioning, allowing each student to reach his or her highest possible level of independence.

The focus of instructional programming is on developing core academic knowledge, improving social skills and adjustment, increasing appropriate behaviors, and developing critical career and work skills in preparation for a productive adult life.

Community-based instruction (CBI) is a key component of educational programming for students with low incidence disabilities on an adapted curriculum. This program gives students the opportunity to develop both life skills and work skills in a variety of real-life settings.

High school students can participate in foundations elective courses; English, science, U.S. and Virginia history and world history. These courses are designed to provide students with the opportunity to participate in general education content courses where curriculum can be modified and presented at an individualized pace of instruction without the requirement of an end-of-course test. Instruction for students with low incidence disabilities on an adapted curriculum involves the use of specialized strategies.

Visual strategies are often used to support communication and acquisition of content knowledge.

Principles of ABA are used to address behavioral challenges and teach new skills. ABA is a research-based intervention that emphasizes the importance of breaking skills down into small units through task analysis. New skills are taught through the use of reinforcement, shaping, prompting, and other specialized techniques.

Contact Information
Special Education Curriculum
Jugnu Agrawal, Program Manager
571-423-4295
jpagrawal@fcps.edu

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Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP).

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الخدمات المهنية والانتقالية   يتم تحقيق الانتقال الناجح إلى مجموعة متنوعة من خيارات ما بعد المرحلة الثانوية من خلال سلسلة متصلة من الاستراتيجيات التعليمية ، ودعم الفريق التعاوني متعدد التخصصات ، واستخدام التكنولوجيا الوعي بالموارد المجتمعية والوصول إليه                                  Career and Transition Services        

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الخدمات المهنية والانتقالية   يتم تحقيق الانتقال الناجح إلى مجموعة متنوعة من خيارات ما بعد المرحلة الثانوية من خلال سلسلة متصلة من الاستراتيجيات التعليمية ، ودعم الفريق التعاوني متعدد التخصصات ، واستخدام التكنولوجيا الوعي بالموارد المجتمعية والوصول إليه                                  Career and Transition Services        

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/career-and-transition-services#

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Successful transition to a variety of postsecondary options is achieved through a continuum of instructional strategies, collaborative interdisciplinary team supports, use of technology, and awareness of and access to community resources.

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Successful transition to a variety of postsecondary options is achieved through a continuum of instructional strategies, collaborative interdisciplinary team supports, use of technology, and awareness of and access to community resources.

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معلومات عن عسر القراءة والتدريب عبر الإنترنت للآباء

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معلومات عن عسر القراءة والتدريب عبر الإنترنت للآباء

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12/dyslexia-information#

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Online Training for Parents

Dyslexia: Fundamentals, Strategies, and Supports for Parents (click each link below to view)

What is Dyslexia?

Dyslexia is a specific learning disability that is neurobiological in origin and distinguished from other learning disabilities due to weaknesses occurring at the phonological level. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Interesting Facts:

Estimated to affect 15 to 20% of population as whole have characteristics of dyslexia

Often inherited-runs in families

Occurs in every language

Occurs equally in boys and girls, although more commonly diagnosed in boys

(Information from International Dyslexia Association)

Signs of Dyslexia:

Difficulty:

Acquiring and using written language

Learning to speak

Learning letters and their sounds

Memorizing facts

Reading quickly enough to comprehend

Spelling

Learning a foreign language

Math operations

**This list is not meant to be exhaustive. Not all students who have difficulties with these skills have dyslexia.

Based on research, instruction for students with dyslexia should be:

Intensive

Direct and Explicit

Systematic and Cumulative

Multisensory

Diagnostic and Prescriptive

MRI brain images show that the brain learns by practicing. It can actually get "rewired"!

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Dyslexia Information | Fairfax County Public Schools

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Information on Dyslexia and Online Training for Parents

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صف التوحد في مرحلة ما قبل المدرسه               The Preschool Autism Classroom        

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صف التوحد في مرحلة ما قبل المدرسه               The Preschool Autism Classroom        

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https://www.fcps.edu/node/32024#

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A Preschool Autism Class (PAC)

In Fairfax County Public Schools (FCPS), Preschool Autism Class (PAC) services are designed to address the specific needs of preschool-age children who have been identified as having Autism Spectrum Disorder or present characteristics on the autism spectrum, and who cannot benefit from the early childhood class-based program.

This video highlights the principles of instruction and how nuggets of learning are conveyed in a preschool autism classroom. An early investment in an autistic child's education may change the entire trajectory of how that child will continue to learn and grow. For more information about PAC visit the Early Childhood Special Education website.

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Small Wonders Big Gains: The Preschool Autism Classroom

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A Preschool Autism Class (PAC) In Fairfax County Public Schools (FCPS), Preschool Autism Class (PAC) services are designed to address the specific needs of preschool-age children who have been identified as having Autism Spectrum Disorder or present characteristics on the autism spectrum, and who cannot benefit from the early childhood class-based program.

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الجدول الزمني من الإحالة إلى اجتماعات الأهلية وبرنامج التعليم الفردي (IEP)Special Education Referral to Eligibility Meetings and Timeline

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الجدول الزمني من الإحالة إلى اجتماعات الأهلية وبرنامج التعليم الفردي (IEP)Special Education Referral to Eligibility Meetings and Timeline

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-timeline#

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Timeline from a referral to the eligibility and Individualized Education Program (IEP) meetings.

Make a Referral

When there is reason to suspect that a student has a disability and is in need of special education and related services, a referral should be made to the local screening committee.

Complete Multi-purpose Referral Form, pages 1 and 2 (SS/SE-5).

Immediately inform Local Screening Committee (LSC) chair to be put on the LSC meeting agenda.

Local Screening Committee (LSC) Meeting
Must be held within 10 business days of receipt of the referral by the designee.

If testing is recommended and permission granted, begin Special Education Evaluation.

Special Education Evaluation
Assessment is completed before the eligibility meeting.

Student Testing: Student is assessed in all areas addressed on the Notice and Consent for Evaluation (SS/SE-2).

Social History: Parent meets with school social worker to discuss academic, developmental, and family history.

Interpretive Conference: Optional parent meeting with school psychologist to review evaluation results.

Eligibility Meeting
Must be held within 65 business days of the referral.

The eligibility committee determines if student is eligible for special education services.

Reevaluation eligibility meetings are held within 65 business days of the date the request was received by school-based designee.

Individualized Education Program (IEP) Meeting
Must be held within 30 calendar days of the initial eligibility meeting if student is found eligible and may be held if there is a change making a meeting necessary after reevaluation.

Parent and teachers develop a plan for goals and services.

Forms Related to Special Education

Forms related to the eligibility process, the reevaluation process, and the Individualized Education Program (IEP). Translations of forms and additional forms related to the special education process are also included here.

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Special Education Referral to Eligibility Meetings and Timeline

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Timeline from a referral to the eligibility and Individualized Education Program (IEP) meetings. When there is reason to suspect that a student has a disability and is in need of special education and related services, a referral should be made to the local screening committee. Complete Multi-purpose Referral Form, pages 1 and 2 (SS/SE-5).

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خطوات ما بعد تقديم طلب متعدد الاغراض للحصول علي خدمات التعليم الخاص

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خطوات ما بعد تقديم طلب متعدد الاغراض للحصول علي خدمات التعليم الخاص

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كتيب لأولياء أمور الطلاب حول التعليم الخاص                        Special Education Parent Handbook                               

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كتيب لأولياء أمور الطلاب حول التعليم الخاص                        Special Education Parent Handbook                               

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https://www.fcps.edu/sites/default/files/media/forms/SpecialEducationParentHandbook-Arabic.pdf

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كتيب الأهل لمناصرة حقوق الطالب                                        Parent Advocacy Handbook Resources for Parents and Guardians  

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كتيب الأهل لمناصرة حقوق الطالب                                        Parent Advocacy Handbook Resources for Parents and Guardians  

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https://www.fcps.edu/sites/default/files/media/forms/OFSO-Parent%20Advocacy%20Handbook-arabic.pdf

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We apologize, the requested page could not be found. We’d like to help you. Please use the search tips, or other links, found below.

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النماذج الخاصة بالتربية الخاصة                                              Forms Related to Special Education 

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النماذج الخاصة بالتربية الخاصة                                              Forms Related to Special Education 

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/forms-related-special-education#

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Special Education Post-Secondary Advancement Services

Multi-Purpose Referral Forms

Multi-Purpose Referral Form (SS/SE-5)
When there is reason to suspect that a student has a disability and is in need of special education and related services, a referral can be made to the local screening committee through the use of the Multi-Purpose Referral form.

Multi-Purpose Referral Form (page 2) (SS/SE-5A)
Page two of the Multi-Purpose Referral form must be completed by the student's classroom teacher or other appropriate school staff members, prior to the local screening committee meeting.This fillable form may create problems in Google Chrome. Please open using another web browser, such as Internet Explorer, or download from the web to your device, then open in a PDF reader, such as Adobe Reader.

Eligibility Related Forms

The following forms are used throughout the initial eligibility and reevaluation processes, including the basis for committee decision (BCD) forms for each area of disability.

Individualized Education Program (IEP) Forms

The following forms may be used throughout the IEP process.

Individual Services Plan (ISP) Forms

An individual services plan (ISP) documents the service(s) a student may receive when the student is receiving homeschooling or attends a parentally placed private school.

Age of Majority Information

Information and forms for parents and students as students reach the age of 18.

Age of Majority
Under most circumstances, when a student reaches the age of majority on his or her eighteenth (18) birthday, the rights related to special education provided by the school system transfer from the parents or guardians to the student.

Educational Representation for Adult Students
Information for parents and guardians who, due to the nature or severity of their student's disability, desire to continue to serve as their students' educational representative.

Additional Forms

These forms are related to the special education process and may be used as needed. These forms are ordered by form number.

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Special Education Post-Secondary Advancement Services Multi-Purpose Referral Form (SS/SE-5) When there is reason to suspect that a student has a disability and is in need of special education and related services, a referral can be made to the local screening committee through the use of the Multi-Purpose Referral form.

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فئات الإعاقة                                      Disability Categories        

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فئات الإعاقة                                      Disability Categories        

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories#

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a student's educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student's educational performance.

Developmental Delay: means a disability affecting a child aged two (by September 30) to six, inclusive (age two up to age seven), who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, adaptive development, or has an established physical or mental condition that has a high probability of resulting in developmental delays.

Emotional Disability: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Hearing Impairment: means impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student's educational performance but is not included under the definition of deafness.

Intellectual Disability: means significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a student's educational performance (deficits in cognitive ability and adaptive behavior that are not primarily caused by visual or auditory deficits; motor deficits; emotional disability; learning disability; environmental, cultural, or economic disadvantage; and/or limited English proficiency).

Multiple Disabilities: means simultaneous impairments (for example, intellectual disability with blindness or intellectual disability with an orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf- blindness.

Orthopedic Impairment: means a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (for example, club foot, absence of some member), impairments caused by disease (for example, poliomyelitis, bone tuberculosis), and impairments from other causes (such as, cerebral palsy, amputations, fractures or burns that cause contractures, etc.).

Other Health Impairment: means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that:

1. Is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, arthritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, and Tourette syndrome, and

2. Adversely affects a student's educational performance.

Specific Learning Disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.

Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student's educational performance.

Traumatic Brain Injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment: means impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

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 أدوات التكنولوجيا لدعم تعليم التربية الخاصة                                                                                                Technology Tools to Support Special Education Instructions.

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 أدوات التكنولوجيا لدعم تعليم التربية الخاصة                                                                                                Technology Tools to Support Special Education Instructions.

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https://www.fcps.edu/node/40891#

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Technology tools and resources that support students with disabilities who receive category B services within FCPS and access special education instruction in various classroom settings.

These technology tools and resources support students with disabilities who receive category B services within FCPS and access special education instruction in various classroom settings. Special education services for students receiving category B services are designed for students with low incidence disabilities who exhibit moderate to significant delays in the areas of language, communication, cognition, socialization, and adaptive functioning that impact their ability to demonstrate progress in the general curriculum. A continuum of technology tools, from low-tech to high-tech, is used to support the unique needs of our students with disabilities and to provide various accommodations that may be beneficial for use in the classroom and at home.

Visual supports can be used in the educational and home environment to help clarify verbal information, encourage child initiation, support behavior management and maintain and direct attention. Visual supports can be used to help with choice-making, directions, schedules, and behavioral expectations. They can be objects, photographs, pictures, line drawings or other items. For additional information on visual supports and strategies, check out these resources: video tutorial on visual supports, examples of visual supports, Fairfax County Public Schools Visual Strategies Tip Sheet.

Visual Schedules -Visual schedules can help children understand routines and anticipate what is next. Visual schedules can include daily schedules that list the day's activities, task analysis schedules that break down steps in a task (handwashing or getting dressed, for example) or activities to complete within a time frame. Video Tutorial on Visual Supports at Home: Schedules | Video Tutorial on Visual Supports at Home: Work Task Schedules

Calendars - Calendars are a visual tool to help keep track of hours, days, and months. They help to provide students with expectations of when things will happen, such as school events, assignment due dates, etc. Video Tutorial on Visual Supports at Home: Calendars

Timers - A timer is a type of clock used for measuring specific time intervals. Timers keep track of how much time has passed and how much time is left. Timers help students to focus, stay on task, and may reduce stress. Video Tutorial on Visual Supports at Home: Timers

Windows 10 Timer - Windows 10 has a built-in timer that can be used to help manage time. The timer gives a visual and musical notification when they go off. Multiple timers can be saved in the app as well. Video Tutorial on How to Setup and Use Windows 10 Timer App

Calming Strategies - Visuals can be used as a calming board to display calming strategies for students to choose from. These can include blowing bubbles, listening to music, taking a walk, stretching, going to a quiet space, putty, etc. These strategies are best introduced prior to behaviors and once their preferred strategies are determined, they can be displayed nearby for the student to easily access.

Token Boards - Token boards are a low tech tool used to help regulate behavior through positive reinforcement. Token boards allow students to be reinforced for desired behavior and tokens earned can be exchanged to participate in a motivating activity. Video Tutorial on How to Use a Token Board | Video Tutorial on Visual Supports at Home: Token Boards | Video Tutorial on How to Create a Token Board in Microsoft Word | Printable Token Board Templates

First/Then Boards - First then boards are simple visual schedule tools that communicate to students what they need to do now (First) and what comes next (Then). These boards can be used as behavior supports to help a student complete an undesired task. The demand (First) would be paired with a reinforcer (Then). Video Tutorial on Visual Supports at Home: First/Then Boards | Video Tutorial on How to Create a Low Tech First/Then Board | Video Tutorial on How to Create a First/Then Board in Microsoft Word

Choice Boards - Choice boards are a visual tool that allows a student to select between choices. Choice boards help a student explore information and understand options. They provide structure, assist with making a request, clarify spoken language, and promote independence. Video Tutorial on Visual Supports at Home: Choice Boards

Connect Ability Visuals Engine - Connect Ability Visuals Engine provides templates with an image library to create custom visual supports and sequences for a variety of uses, such as choice boards, communication boards, schedules, etc.

Printable Picture Cards - Printable picture cards for a variety of topic areas, such as safety, self-help, calendar, home and school, etc.

Picture Symbol Boards - Ready made picture symbol boards categorized by topic, such as feelings, actions, toys, food, etc. This website also provides a first/then template and calming board.

Video Modeling - Video modeling is a teaching strategy where a student watches a video of someone doing an appropriate behavior/skill and then imitates the behavior/skilled that they watched. Video modeling encourages independence and consistency in teaching an appropriate behavior or skill. Video Tutorial on Visual Supports at Home: Video Modeling

Number Frames - Number frames are grids that can be used with manipulatives to learn math concepts such as counting, addition, or subtraction. Frames help students to see quantities as equal groups and can help students better understand math functions and number relationships.

Math Mat - Math mats are quick reference sheets that display key information such as number lines, shapes, 100's table, money and math symbols on one sheet. They aid in student independence and can be catered to different grade levels and abilities.

Graph Paper - Gridded graph paper can help students to line up numbers when completing math problems.

Slanted Writing Surface -Some students may benefit from having slanted surfaces to write on. This can be accomplished using binders with binder clips or slant boards.

Adapted Paper - Paper adaptations can be helpful for students with writing challenges. These can include different colored or highlighted lines, bigger spaces or raised lines. Video Tutorial on Adapted Paper

Pencil Grips - Pencil grips assist a student in maintaining a proper grip when writing. Grips can also be helpful in reducing fatigue or discomfort when writing. Video Tutorial on Pencil Grips

Tar Heel Reader - Resource website of free, easy-to-read, accessible books on a wide range of topics. Each book can be speech enabled and accessed by touch, mouse, switch, or eye gaze. To enable speech, choose a book to read, click the gear icon in the top right corner, and then select your speech preference.

Paul V. Sherlock Center on Disabilities - Resource library with adapted literature for students with disabilities.

Social Stories - Social stories are used to teach students coping strategies and social skills using simple language and visuals. Social stories can be personalized to the student by using photos of themselves or their classroom/home to aid in comprehension. Video Tutorial on How to Create a Social Story

Social Stories Library - This website provides a variety of social stories, such as school routines, emotions and friendships. These social stories are downloaded to Microsoft Word and can be adapted to meet your child's needs.

Accessible YouTube - Accessible YouTube allows a user to use switches to navigate videos and playlists. Once someone has typed in a topic of interest to perform the initial YouTube video search, the user can use their switch to play, stop, pause or see similar videos related to the topic of interest.

Tar Heel Gameplay - Resource website of free, easy-to-play, accessible games. Each game is speech enabled and may be accessed via touch, mouse, switch, or eye gaze. You can create your own games using videos from YouTube.

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Technology Tools to Support Special Education Instruction

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Technology tools and resources that support students with disabilities who receive category B services within FCPS and access special education instruction in various classroom settings. These technology tools and resources support students with disabilities who receive category B services within FCPS and access special education instruction in various classroom settings.

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فيديوهات عن كيفيه ترجمه صفحات المواقع الالكترونيه

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فيديوهات عن كيفيه ترجمه صفحات المواقع الالكترونيه

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https://padlet.com/prc9/translate

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خيارات التقييم للطلاب ذوي الإعاقة   Assessment Options for Students with Disabilities 

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خيارات التقييم للطلاب ذوي الإعاقة   Assessment Options for Students with Disabilities 

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/assessment-options-students-disabilities#

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Students with disabilities have several options for participating in the regular state accountability assessments.

Standards of Learning (SOL) Assessments

All students, including those with disabilities, are assessed on statewide accountability measures. In Virginia, students with disabilities have several options for participating in the regular state accountability assessments.

Students with disabilities may participate in the Standards of Learning (SOL) assessments in the same manner that non-disabled students participate, or they may participate in the SOL assessments with standard or non-standard accommodations.

Content Area Assessments by Grade Level

SOL Assessments Resources

SOL Test Blueprints

Virginia Alternate Assessment Program (VAAP)

The VAAP is designed to evaluate the performance of students with significant cognitive disabilities. This assessment is available to students with significant cognitive disabilities in grades 3-8 and high school who are working on academic standards that have been reduced in depth, breadth, and complexity. These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). Content areas assessed each year align with SOL content areas assessed for their grade level peers in Reading, Writing, Mathematics, Science, and History-Social Science. Students instructed in the VESOL will earn the Applied Studies Diploma.

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Assessment Options for Students with Disabilities

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Students with disabilities have several options for participating in the regular state accountability assessments. All students, including those with disabilities, are assessed on statewide accountability measures. In Virginia, students with disabilities have several options for participating in the regular state accountability assessments.

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دعم التعليم الخاص بعد المرحلة الثانويةإرشادات لتمديد المدارس الثانوية لمدة عام واحد لبعض الطلاب ذوي الإعاقة                                   Post-Secondary Special Education Support        

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دعم التعليم الخاص بعد المرحلة الثانويةإرشادات لتمديد المدارس الثانوية لمدة عام واحد لبعض الطلاب ذوي الإعاقة                                   Post-Secondary Special Education Support        

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https://www.fcps.edu/node/43568

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Guidance for One-year High School Extensions for Certain Students with Disabilities

Special Education Post-Secondary Advancement Services is a one-year high school extension for certain students with disabilities, as set forth in the Virginia 2021 Appropriation Act.

The Appropriation Act provides $6.5 million in 2021-2022 from federal Elementary and Secondary School Emergency Relief funds authorized in the Coronavirus Response and Relief Supplemental Appropriations Act of 2021.

This initiative confers no rights under the Individuals with Disabilities Education Act (IDEA) of 2004 or the Regulations Governing Special Education Programs for Children with Disabilities in Virginia.

Required Qualification for Students

A student with a disability that receives special education and related services who:

reached age 22 after September 30, 2020; and

is scheduled to complete high school in Spring, 2021.

Frequently Asked Questions

1. Is an IEP or a Post-Secondary Advancement Plan (PSAP) required for certain adult students with disabilities returning for a one-year high school extension of eligibility?
Due to the FAPE requirement, FCPS will need to develop and implement an IEP that outlines services and the least restrictive environment (LRE) during the extended eligibility period. Information developed as a result of a PSAP could be used to inform the development of the IEP.

2. What are examples of potential services associated with the option for extended eligibility?
As with any IEP, IEP teams should utilize data to determine requirements to ensure FAPE, and the IEP should include special education and related services specific to a student's individualized needs.

3. How does the new language from the Virginia General Assembly Special Session impact the provision of a FAPE for eligible students with disabilities?
The new language requires that all students who are provided the temporary extension of special education eligibility be provided FAPE consistent with the federal IDEA for the duration of the2021-22 school year, notwithstanding such students' age or school setting.

4. Can students who elect to take advantage of the one-year extension of eligibility attend a private day school?
The specific language from the August budget amendment provides funding to support services in a private day school if the IEP team determines that such a setting constitutes the student's LRE. Not all private day schools have indicated that they are able to accept students immediately or that they will consider accepting students in this age range.

5. Can school divisions use IDEA and/or Children's Service Act (CSA) funding for certain students with disabilities who qualify for a one-year extension of high school?
IDEA and/or CSA funds are not appropriate funding options for this initiative. Rather, the ESSER funds and a local match based on the composite index of local ability-to-pay have been designated for services.

Memos and Additional Resources

Contact

Dawn Schaefer
Coordinator, Due Process & Eligibility
dmschaefer@fcps.edu
571-423-4470

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Guidance for One-year High School Extensions for Certain Students with Disabilities Special Education Post-Secondary Advancement Services is a one-year high school extension for certain students with disabilities, as set forth in the Virginia 2021 Appropriation Act.

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التربية الخاصة للطفولة المبكرة                      Early Childhood Special Education            

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التربية الخاصة للطفولة المبكرة                      Early Childhood Special Education            

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https://www.fcps.edu/academics/early-childhood-education/early-childhood-special-education#

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Early Childhood Resource

Early Childhood resource services provide instructional activities to children in a variety of community settings, dependent on the child's specific needs, as outlined by the IEP team. ECID&S teachers collaborate with parents, caregivers, and community professionals to incorporate skill building strategies into the child's daily activities.

Early Childhood Class-based

Early Childhood Class-based services provide instruction in a classroom setting and are located in a number of elementary schools within FCPS. The curriculum is language rich and emphasizes communication, early literacy, social development, and development of other skills as designated in the student's IEP.

Early Childhood PAC

Preschool Autism Class (PAC) services are designed with a reduced adult to student ratio and provide systematic instruction in a highly structured setting to maximize learning. The program uses Applied Behavior Analysis (ABA) and Verbal Behavior (VB) to foster communication, social skills, appropriate behavior, and development of other skills as designated in the student's IEP. PAC services are designed to address the specific needs of preschool-age children who have been identified as having Autism Spectrum Disorder or present characteristics on the autism spectrum, and who cannot benefit from the early childhood class based program.

Early Childhood Deaf/Hard of Hearing Program

FCPS has one school based site which provides specialized instruction designed specifically for preschool aged children who are deaf or hard of hearing. Instruction is provided using a variety of communication modalities.

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Early Childhood resource services provide instructional activities to children in a variety of community settings, dependent on the child's specific needs, as outlined by the IEP team. ECID&S teachers collaborate with parents, caregivers, and community professionals to incorporate skill building strategies into the child's daily activities.

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خدمات التعليم الخاص للطلاب الذين يعانون من عسرالقراءة                                     Special Education Services for Students with Dyslexia   

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خدمات التعليم الخاص للطلاب الذين يعانون من عسرالقراءة                                     Special Education Services for Students with Dyslexia   

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12-13#

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In FCPS, students with dyslexia usually receive special education services under the category of Specific Learning Disability.

PROCEDURES FOR IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITY

The process for consideration of special education eligibility begins by a referral to the Local Screening Committee (LSC) initiated by an educator, a parent or guardian. Often this referral is based on concerns regarding:

Weak performance in areas of reading, spelling, or writing that is unexpected for the student's age/grade.

Characteristics or markers of dyslexia indicated by assessments, family history, or observations.

At this meeting of the LSC, information and data about the student's progress in academic areas is shared and reviewed. A decision is made whether formal testing is necessary to address concerns relating to a possible disability. The assessment battery that is considered by the committee may include a psychological evaluation, an educational evaluation, a sociocultural evaluation as well as sometimes other related evaluation components. No evaluations are conducted unless there is written, parent consent. See the section entitled, " Continuum of Assessments for Dyslexia" for additional information.

Upon completion of evaluations, the LSC and the parent(s) will reconvene to review all results and complete the process for determining whether the student qualifies as a student with a disability. The eligibility committee will use the FCPS "Basis for Committee Decision" (BCD) forms to discuss and review the criteria for any areas of eligibility the student may be suspected to qualify for. Students with dyslexia often are considered for the area of specific learning disability (LD). Due to Virginia Regulations and FCPS Procedures, the LD criteria includes three components for eligibility:

Exhibits pattern of underachievement

Demonstrates processing disorder

Requires specially designed instruction

A pattern of underachievement can be established by consulting multiple data sources. Students with dyslexia may have developed compensatory strategies, leveraging comprehension skills to mask decoding and fluency difficulties; it is recommended that direct assessments of these skills be examined. Spelling difficulties are related to dyslexia as well, and spelling inventories and writing samples may be important data sources. Finally, students with dyslexia may exhibit difficulties at home that are less evident at school, so data should be collected about student difficulties with homework, test preparation, and other assignments.

The comprehensive evaluation results will be reviewed for the next eligibility criterion, a processing disorder. Students with dyslexia most frequently exhibit decoding, spelling or fluency difficulties that stem from a phonological processing disorder. In fact, phonological difficulty is a defining characteristic of dyslexia (see the section entitled, " Definition and Continuum of Dyslexia.") Other processing disorders can also contribute to reading difficulties (e.g., rapid automatized naming, processing speed, working memory.)

Another eligibility criterion states that the student must require specially designed instruction as a result of the specific learning disability that cannot reasonably be provided solely through general education. Specially designed instruction is more than short term participation in a specialized reading program. The federal law, IDEA, defines specially designed instruction as adapting, as appropriate, the content, methodology or delivery of instruction to address the unique needs of the student that result from the disability; and to ensure student access to the general curriculum. A student may have dyslexia and may require accommodations and interventions, but not necessarily require specially designed instruction.

Parents who disagree with an eligibility determination have the right to appeal a decision made by the eligibility committee. The Due Process & Eligibility office can assist parents and staff when conflict arises regarding eligibility decisions. See the FCPS Procedures for Implementing Special Education for more information.

INDIVIDUALIZED EDUCATION PROGRAM

For students found eligible, an Individualized Education Program (IEP) must be developed to address the special education and related services the student will receive during the year. Services in special education will be addressed through an IEP for students with dyslexia who qualify. Services will differ from student to student depending on the identified areas of weakness and severity of the dyslexia.

The distinguishing characteristic of dyslexia as one of the types of specific learning disability is a specific weakness at the phonological level, resulting in difficulties with accurate and/or fluent word recognition and poor spelling. If this is a specific area of need, the IEP team will propose targeted goals and specially designed instructionto address weaknesses in decoding, spelling, fluency, and/or writing. Likewise, the IEP will address goals in areas beyond literacy, if deemed appropriate for that student.

The IEP team, which includes the parents or guardians, reconvenes each year to report on progress and set new goals, propose hours of service and delivery options, and discuss accommodations. See more information in " Accommodations for Students with Dyslexia." An IEP may indicate the need for Assistive Technology. See " Assistive Technology for Students with Dyslexia " for more information.

As appropriate, the student can be included as a member of his or her own IEP team. Learn more about the rationale for this involvement in the section entitled, " Self-Advocacy and Voice for Students with Dyslexia."

The FCPS online dyslexia handbook provides information and resources to FCPS schools and parents alike as they support students with dyslexia.

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Special Education Services for Students with Dyslexia

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In FCPS, students with dyslexia usually receive special education services under the category of Specific Learning Disability. The process for consideration of special education eligibility begins by a referral to the Local Screening Committee (LSC) initiated by an educator, a parent or guardian.

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                                                                                           كتيب عسر القراءةالتوجيه للمدارس والعائلات على حد سواء أثناء تحديد وتقديم الخدمات للطلاب الذين يعانون من عسر القراءة                                                                                      Dyslexia Handbook 

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                                                                                           كتيب عسر القراءةالتوجيه للمدارس والعائلات على حد سواء أثناء تحديد وتقديم الخدمات للطلاب الذين يعانون من عسر القراءة                                                                                      Dyslexia Handbook 

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https://www.fcps.edu/node/33285#

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Dyslexia Handbook | Fairfax County Public Schools

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Guidance to FCPS schools and families alike as they identify and provide services to students with dyslexia

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الوسائل المساعده والتسهيلات للطلاب الذين يعانون من عسر القراءه Accommodations for Students with Dyslexia 

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الوسائل المساعده والتسهيلات للطلاب الذين يعانون من عسر القراءه Accommodations for Students with Dyslexia 

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https://www.fcps.edu/node/33338#

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Accommodations for Students with Dyslexia | Fairfax County Public Schools

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Students with dyslexia often have the cognitive capacity to learn grade level content, but their reading and writing difficulties get in the way. There are some accommodations often recommended for students with dyslexia.

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خدمات التربية البدنية المعدلة توفير التربية البدنية المناسبة من الناحية التنموية لتلبية الاحتياجات الفردية للطلاب ذوي الاحتياجات الخاصه              Adapted Physical Education Services        

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خدمات التربية البدنية المعدلة توفير التربية البدنية المناسبة من الناحية التنموية لتلبية الاحتياجات الفردية للطلاب ذوي الاحتياجات الخاصه              Adapted Physical Education Services        

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/adapted-physical-education-services#

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Providing developmentally-appropriate physical education to meet the individualized needs of students with disabilities.

In Fairfax County Public Schools, adapted physical education services are offered by a multidisciplinary team. In collaboration with teachers and staff members, a variety of strategies and supports are integrated into physical education to ensure safe and successful participation for each student.

A continuum of adapted physical education services provides students with instruction in the least restrictive environment. Adapted physical education teachers provide support, consultation, and collaboration for students requiring specialized instruction. School-based adapted physical education teachers provide specialized instruction for students in self-contained adapted physical education classes.

Questions?

A student's need for adapted physical education services may vary over the course of their educational career, especially due to changes in curricular demands and student performance.

If you have questions about meeting a student's needs in physical education via adapted physical education services, please call 571-423-4182.

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Providing developmentally-appropriate physical education to meet the individualized needs of students with disabilities. In Fairfax County Public Schools, adapted physical education services are offered by a multidisciplinary team. In collaboration with teachers and staff members, a variety of strategies and supports are integrated into physical education to ensure safe and successful participation for each student.

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    مواقع برامج التربية الخاصة    مواقع برامج التربية الخاصة المتخصصة حسب المنطقة 2020-2021                                              Special Education ProgramSites2020-2021 Specialized Special Education Program Sites by Region   

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    مواقع برامج التربية الخاصة    مواقع برامج التربية الخاصة المتخصصة حسب المنطقة 2020-2021                                              Special Education ProgramSites2020-2021 Specialized Special Education Program Sites by Region   

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/special-education-program-sites#

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2020-2021 Specialized Special Education Program Sites by Region

Program Abbreviations
Program names/abbreviations are general descriptors only.

AUT - Enhanced Autism

ID - Intellectual Disabilities

+IDS - Intellectual Disabilities Severe

CSS - Comprehensive Services Site - These sites are located in regular school buildings and serve special education students with a variety of special education eligibilities (e.g., emotional disabilities, autism, other health impairment, etc.).

EC - Early Childhood Special Education

PAC - Preschool Autism Class

Prek - Former Family and Early Childhood Education Program (Head Start) not special education administered

PD - Physical Disabilities

PDS - Public Separate Day Schools (PDS) - These are stand-alone buildings which serve only special education students with a variety of special education eligibilities.

VI - Visual Impairment

HI - Hearing Impairment

STEP - Secondary Transition Employment Program

School Based programs (such as School Based AUT and School Based ID) are specialized programs where only base students are enrolled.

The generalized information below is current as of February 1, 2021, is not static, and is subject to change. Program names/abbreviations are general descriptors only. Individual student placement is dependent upon specific needs outlined in each student's IEP.

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2020-2021 Specialized Special Education Program Sites by Region Program names/abbreviations are general descriptors only. AUT - Enhanced Autism ID - Intellectual Disabilities +IDS - Intellectual Disabilities Severe CSS - Comprehensive Services Site - These sites are located in regular school buildings and serve special education students with a variety of special education eligibilities (e.g., emotional disabilities, autism, other health impairment, etc.).

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التسهيلات والتعديلات معلومات لمساعدة فرق المدرسة في تحديد ما إذا كان ينبغي اعتبار الدعم المقدم بمثابة إقامة أو تعديل    Accommodations and Modifications  

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التسهيلات والتعديلات معلومات لمساعدة فرق المدرسة في تحديد ما إذا كان ينبغي اعتبار الدعم المقدم بمثابة إقامة أو تعديل    Accommodations and Modifications  

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https://www.fcps.edu/node/42464#

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Information to assist school teams in determining if provided supports should be considered an accommodation or a modification.

What is an accommodation?

Changes HOW the student will learn or demonstrate his/her knowledge, keeping content expectations the same

Help support access to the general curriculum.

Do not change what is taught.

Provide adaptations for a child with a disability without setting different expectations.

What is a modification?

Changes WHAT the student is expected to learn

Perform objectives different from those of the rest of the class.

Adjustments to an assignment or a test that change the standard of what the test or assignment is supposed to measure.

Practices that change, lower, or reduce learning expectations.

The following information is intended to assist school teams in determining if provided supports should be considered an accommodation or a modification. Please note: A student might require an individual assignment modified and then demonstrate a full understanding of the content on a final assessment without modification. These students may be considered to be demonstrating mastery on non-modified instruction for the Special Permission Locally Awarded Verified Credit Accommodation (SPLAVC-A). This student may also be considered for return to in-person with group 5, Intensive Support Needs.

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Information to assist school teams in determining if provided supports should be considered an accommodation or a modification. Changes HOW the student will learn or demonstrate his/her knowledge, keeping content expectations the same Help support access to the general curriculum. Do not change what is taught.

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/applied-behavior-analysis-aba-program#

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA.

Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function. The antecedents and consequences (events preceding and subsequent to the behavior) are analyzed and manipulated in an effort to shape or change behavior. Skills are broken down into small, discrete steps and taught systematically.

In designated classrooms, ABA is used to

modify behaviors,

teach new skills, and

prepare students to function as independently as possible.

PreK-12 ABA staff provide ongoing training and direct support to school staff to enhance the delivery of services using ABA methodologies. This includes the development and implementation of individualized instructional curricula and behavioral programs.

ABA Parent Training

All family members and caregivers are welcome to attend monthly ABA Parent Training.
Select a training title below to view the description, flyer, and flyer translations.
*The ABA Overview training contains information relevant to the additional training topics. It is highly recommended that you attend the ABA Overview training if you plan to attend the other sessions.
If you need an interpreter for any of the trainings, please contact Liane Sprunk at 571- 423-4110.

ABA Parent Calendar Flyer

ABA Parent Training Videos

The following short videos are designed to support learning skills and developing structures in the home environment for students with autism and other developmental disabilities.
Select a topic to view a video and a list of available translations.

Our ABA Program and Services

ABA programs emphasize

the importance of looking at the ABCs (antecedents, behaviors, and consequences) of behaviors,

teaching new behaviors, and

developing systematic instructional plans to teach new skills.

Skills are broken down into small units through a task analysis.

ABA programs teach skills through the use of

Data collection and analysis is an important component of an ABA program. Data is used to measure progress on the acquisition of new behaviors and new skills.

A verbal behavior program utilizes the basic principles of ABA with a focus on teaching verbal behavior as defined by B.F. Skinner's Analysis of Verbal Behavior.

Forms of verbal behavior include

talking,

signing,

picture systems, and

other augmentative communication systems.

Verbal behavior programs use a behavioral classification system for language that identifies verbal operants or functional units of language. These include:

mands (requests),

tacts (labels),

echoic (vocal imitation),

motor imitation,

receptive language, and

intraverbals (answering questions, conversation).

In a verbal behavior program, the mand repertoire is taught early on in programming by using words that are highly motivating to the child as the targets. Each target word is taught across the verbal operants or assessed to determine that generalization occurred across the different functions or operants. Fairfax County Public Schools is enhancing its ABA services to include verbal behavior.

The Integration of Verbal Behavior and the Curriculum

The Early Academic Curriculum Guide uses a verbal behavior framework for analyzing language. Preschool and elementary teachers are encouraged to use this guide to identify appropriate goals and objectives in the language-communication area.

In a VB approach there is an emphasis on helping students make spontaneous, independent requests and on their ability to use signs, words, or pictures across each of the different functions (request, receptive label, expressive label, etc). A curriculum planning form has been developed and provided to each teacher. This planning form provides a systematic way to integrate the different functions of language into activities or units.

ABA programs focus on the development of comprehensive skills.

Language skills are critical for independent functioning, cognitive growth, and social development, and are a key component in the FCPS ABA-VB program.

Social, play, and leisure skills are also important and enhance a child's quality of life.

Self-help skills build independence.

Academic skills help a child access the general education curriculum.

Well-designed ABA teaching programs result in positive outcomes that are durable over time and generalize to new situations.

FCPS uses a structured ABA approach which

allows for flexibility to meet each student's needs and

emphasizes teaching in the natural environment.

ABA Teaching Procedures that Facilitate Generalization and Transfer of Skills

Teaching procedures should be systematic, yet flexible to meet the individual needs of the students. For students to be successful in a variety of environments, intervention must be as natural as possible and take place in different instructional formats including small and large group settings. FCPS teachers look at the individual needs of students when making instructional decisions such as the complexity of language used with the student, the reinforcement schedule, the types of reinforcement, or the specific skills to be taught.

It is important to collect and analyze data to

measure student progress,

evaluate the effectiveness of the student's individual program, and

to identify skills or behaviors that students need to learn.

There are a variety of data collection methods, such as continuous data procedures and time sampling procedures, that yield reliable, accurate, and valid data. FCPS uses a variety of data collection methods to measure progress including probe data, time sampling recording procedures, and trial by trial data probes.

ABA coaches are teachers who have advanced technical skills and knowledge in the application of Applied Behavior Analysis. Each coach supports a group of classes within a geographic area. The ABA coaches visit classes on a regular basis to assist teachers to design and deliver ABA services to students. The coaches are available to provide training to staff as needed.

Early Academic Curriculum Guide, which was developed by FCPS staff with support from Todd Streff, Great Strides Behavioral Consulting Inc. and with resources provided by Ron Leaf, Ph.D., Autism Partnership. The curriculum guide includes a comprehensive skill list, an assessment checklist, and data forms to measure progress and skill acquisition.

The Assessment of Basic Language Learning Skills (ABLLS) will be used to educate all autism staff and parents on the functional units of language within a verbal behavior framework. As FCPS enhances its ABA services with the addition of verbal behavior, teachers and ABA coaches will be trained and knowledgeable about the ABLLS and may use it as an additional resource to guide curriculum selection. There is an emphasis on selecting a curriculum based on individual student needs rather than relying exclusively on a single instrument.

FCPS autism teachers also administer the Brigance Diagnostic Inventory in the fall and in the spring to assess student performance.

Collaboration between home ABA providers and school teams is important for fostering student progress and facilitating generalization of skills.

Each school has procedures and policies for classroom visits designed to maintain the integrity and continuity of the instructional program.

Parents wishing to have their home ABA consultants observe in their child's classroom should request that visit through the principal. Once the principal has received the request:

The principal will coordinate the visit and contact the ABA coach who will accompany the consultant during the classroom observation.

The ABA coach will also be available to meet with the home ABA consultant immediately following the observation to answer any questions.

The ABA coaches will follow-up with teachers after the classroom visit and will take into consideration the information discussed during the debriefing.

The teacher or principal should contact the ABA coach. Depending on the severity of the behavior, the ABA coach will ask the staff to gather data about the antecedents, the behavior (frequency, intensity, or duration), and the consequences following the behavior. This data is critical in forming a hypothesis to identify the function(s) of the behavior and determine the appropriate interventions.

Once the data is gathered, the ABA coach will support the school team in developing a behavior plan. Behavior plans should be shared and reviewed with all members of the team. The implementation of a behavior plan requires consistency and support from the team including the family. Data will continue to be gathered to assess the effectiveness of the plan.

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA. Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function.

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خدمات التدخل في السلوك توفير التدخل السلوكي الشامل والدعم لتلبية احتياجات مجموعة واسعة من الطلاب                                   Behavior Intervention Services    

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خدمات التدخل في السلوك توفير التدخل السلوكي الشامل والدعم لتلبية احتياجات مجموعة واسعة من الطلاب                                   Behavior Intervention Services    

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12-20#

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Providing comprehensive behavior intervention and support to meet the needs of a broad range of students.

Encouraging Positive Behaviors at Home: A Behavioral Support Series for Families

Behavior Intervention Services and the Parent Resource Center are working together to offer a behavior support webinar series for families. This series provides families with strategies and positive supports to help encourage social, emotional, and behavioral growth.
Thursdays, September 2020 - April 2021
10:00 - 11:30 am and 6:30 - 8:00 p.m.

09/24/20: Setting the Stage for Behavior: Routines, Procedures, & Expectations (pm session: 3 pm)

10/22/20: Challenging Behaviors: Prevention Strategies and Teaching Self-Control

11/19/20: Challenging Behaviors: ABCs of Behavior & How to Respond

12/17/20: All Behavior Happens for a Reason: Behavior as Communication

01/21/21: Strategies for Increasing Replacement Behaviors

02/18/21: Teaching your Child to Follow Directions

03/18/21: Effectively Communicating with Your Child

04/22/21: Minimizing Prompts and Maximizing Your Child's Independence

To register for a session or view more information about a session, please visit the Parent Resource Center webpage.

About Behavior Intervention Services

Behavior Intervention Services provides comprehensive behavior intervention and support to school teams for students receiving general and special education services. Services are provided for students in pre-k through grade 12. Each of the five regions within Fairfax County Public Schools has been assigned behavior intervention teachers who provide behavior support and intervention services to individual schools. Under the supervision of the program manager and the guidance of the school principal, the behavior intervention teachers provide assistance to schools on the design and implementation of behavioral prevention and intervention strategies and support services.

Behavior Intervention Services is committed to:

Providing collaborative behavioral support to teachers and school teams to help build capacity to meet the needs of a broad range of students.

Providing professional development opportunities for school staff in the design and implementation of research-based behavior strategies.

Building collaborative partnerships with parents by providing workshop opportunities and bridging the home and school environments.

Assisting school teams in the development, collection, and analysis of data to provide informed, effective behavioral programming for students

Providing school teams with student crisis intervention support.

A three-tiered approach to behavior support is maintained by the schools so as to provide a continuum of interventions, and Behavior Intervention Services provides support at all tiers along this continuum.

Behavior Intervention Services consists of a Program Manager, a Specialist, and seventeen Behavior Intervention Teachers. Each Region within Fairfax County has been assigned two Behavior Intervention Teachers who provide behavior support and intervention services to individual schools. Under the supervision of the program manager and the guidance of the school principal, the Behavior Intervention Teachers provide assistance to schools within his/her assigned Region on the design and implementation of behavioral prevention and intervention strategies and support services.

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Providing comprehensive behavior intervention and support to meet the needs of a broad range of students. Behavior Intervention Services and the Parent Resource Center are working together to offer a behavior support webinar series for families. This series provides families with strategies and positive supports to help encourage social, emotional, and behavioral growth.

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توجيهات لكيفيه مشاهده فيديوهات علي اليوتيوب مترجم للعربيه

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توجيهات لكيفيه مشاهده فيديوهات علي اليوتيوب مترجم للعربيه

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تخطيط الانتقال (خدمات التوظيف والانتقال)

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تخطيط الانتقال (خدمات التوظيف والانتقال)

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/career-and-transition-services/transition

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Transition planning is ongoing, outcome-oriented, and based on collaboration between students with disabilities, their families, school and adult service personnel, and the community.

Transition planning is a critical component of each student's IEP. The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires the following:

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include --

Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and

The transition services (including courses of study) needed to assist the child in reaching those goals. [Section 614(d)(1)(A)(VIII)]

Virginia requires transition planning begin for a student by age 14, or grade 8, whichever comes first.

What are Transition Services?

The IDEA 2004 defines transition services as follows:
A coordinated set of activities for a child with a disability that-

Is designed to be within a results-oriented that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Is based upon the individual child's needs, taking into account the child's strengths, preferences and interests;

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [Part A, Section 602(34)].

Basically these services help students prepare for goals after graduation, including:

Post-secondary education.

Vocational training.

Independent employment.

Supported employment.

Continuing and adult education.

Adult services.

Independent living.

Community participation.

Transition services are based on student's needs, preferences, and interests and include:

Instruction.

Related services.

Community experiences.

Employment and adult living objectives.

Daily living skills.

Functional vocational evaluation when appropriate.

What are the Transition Plans of the IEP?

Fairfax County Public Schools (FCPS) requires that each student's IEP include a transition plan beginning in grade 8 or at age 14, whichever comes first. The transition plan identifies students' postsecondary goals and outlines the steps necessary to achieve them. Students' transition needs, as outlined in the transition plan, drive the content of the IEP so that, by graduation, students are equipped with the skills necessary to meet the opportunities and challenges of life after high school.

The transition planning section of the IEP can be found on the second and third page of the IEP, once transition services are being considered. The Transition Goals page (IEP-303) includes:

Transition assessment information on the students' interests, preferences, strengths and weaknesses.

Measurable postsecondary goals in the areas of education, training, employment, and independent living when appropriate.

Transition objectives in the areas of career, self-advocacy, and independent living skills.

As a student gets closer to graduation the Transition Services page (IEP-304) lists school and post-school transition services to consider during the IEP meeting. This could include links to adult agencies such as:

What are Age of Majority Rights?

Part of a student's transition is taking on adult responsibilities once they reach the age of majority, which in Virginia is age 18. Beginning at least one year before a student's 18th birthday, they must be told that they will make IEP decisions once they turn 18.

At age 18, parents or guardians no longer make IEP decisions unless the student is unable to make decision on their own. Parents are still invited to IEP meetings.

Who Participates in Transition Planning?

The student is the most important member of the IEP team. Other members include:

Family members including parent or guardian.

School principal or designee.

Student's case manager and other relevant special education teachers.

Other school staff, such as employment and transition representative (ETR), school counselor, psychologist, general education teacher (as appropriate).

Adult service agency representatives (as appropriate).

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Transition Planning (Career and Transition Services) | Fairfax County Public Schools

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Planning for the transition from school to post-school options is a critical part of a students’ Individual Education Program (IEP) process in the middle and high school years.

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دعم الطلاب الاستثنائيين المصابين  باضطراب طيف التوحد                                          Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder              

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دعم الطلاب الاستثنائيين المصابين  باضطراب طيف التوحد                                          Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder              

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https://www.fcps.edu/academics/academic-overview/advanced-academic-programs-aap/twice-exceptional-2elearners-1#

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Twice-exceptional (2e) students diagnosed with Autism Spectrum Disorder (ASD) have high abilities. But they may also have challenges with, for example, interacting with others.

Each student with ASD is unique and may need individualized help. Listed below are some common challenges of 2e students with autism. Being aware of these challenges can help schools and teachers offer supports.

Social Interactions

Good social interaction requires recognizing the emotions of yourself and others, then responding in a socially acceptable manner. This process can be challenging for a student with ASD in many situations, such as during the following:

instructional time,

unfamiliar or unstructured situations (e.g., transitions, lunch, recess, extra-curricular activities), and

when working in groups.

It's important to help 2e students with social skills.

Suggestions for Addressing Social Skills:

Make the classroom a respectful and safe learning space that promotes inclusion and sensitivity to differences.

Use strengths and interests in structured, cooperative learning experiences.

Provide step-by-step directions and strategies to build skills in using social interactions (e.g., age-appropriate social stories, role playing, practice reading and labeling facial expressions and body language, perspective-taking). Capitalize on teachable moments and provide feedback to the student after a social interaction occurs.

Create opportunities for social connection through lunch bunches, clubs, and buddy programs. Practice having social conversations by using conversation starters and teaching turn taking.

Response to Environmental Stimuli

Twice-exceptional students with autism may have difficulty planning, organizing, and completing tasks, as well as with social-emotional regulation.

Suggestions for Addressing Environmental Stimuli:

Teach students strategies to support planning and organizing (e.g., practice routines, time management skills, use charts and calendars, agreed upon nonverbal signals and prompts, model new skills and provide frequent feedback).

Consider options for students who need support processing environmental stimuli (e.g., during lunch, PE, assemblies).

Allow students breaks for self-regulating behaviors, such as fidgeting, pacing, listening to music, or discussing their "off topic" interests.

Positive behavioral support, combined with non-punitive, predictable responses and encouragement, are essential for these students who are working hard to maintain emotional control.

Need for Predictability/Rigid Thinking

Twice-Exceptional students with ASD may be inflexible in their thinking and may have difficulty coping with unexpected events such as changes in schedules.

Suggestions for Addressing Need for Predictability:

Understand that inflexibility may be related to anxiety, not stubbornness. Look for solutions that prevent power struggles.

Some students with autism may benefit from direct, explicit teaching of flexibility skills.

Visual aids with schedules and prompts can help students with transitions and upcoming stressful events.

Provide positive feedback when students demonstrate flexibility.

Anxiety

Twice-exceptional students with ASD may experience anxiety, which can affect classroom performance as much as a learning disability.

Potential sources of anxiety may include a perceived lack of control over the environment, changes in routines, difficulty processing stimuli in the environment, phobias, fear of failure, and past traumatic experiences at school and with peers.

Awareness of potential sources of anxiety and building a student's ability to cope and self-advocate are key for ensuring a student is available for learning.

Suggestions for Addressing Anxiety:

Teach students skills for adapting to change and solving day-to-day problems as they occur (e.g., changes in schedules, assemblies, fire drills).

Provide strategies to support transitions (e.g., timers, visual schedules, visual or verbal cues)

Build student capacity to recognize and respond when feeling anxious (e.g. self-regulation techniques, deep or slow breathing).

Teach students skills to proactively seek assistance and self-advocate.

Severe anxiety may lead to chronic absenteeism, school phobia, school refusal, or dropping out (US Dept. of Ed, 2013-14). Parents and schools should be alert to changes in the 2e student's emotional state and address them as appropriate. School counselors, school psychologists, and school social workers can provide parents with referrals to outside agencies when necessary.

Parents may also wish to consult with their insurance providers and community agencies to find resources.

For additional information, see FCPS Mental Health and Resiliency.

Resources

Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.

Hughes-Lynch, C. E. (2010). Children with high-functioning autism: A parent's guide. Waco, TX: Prufrock Press.

Silverman, S. (2014). School success for kids with high-functioning autism. Waco, TX: Prufrock Press.

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Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder

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Twice-exceptional (2e) students diagnosed with Autism Spectrum Disorder (ASD) have high abilities. But they may also have challenges with, for example, interacting with others. Each student with ASD is unique and may need individualized help. Listed below are some common challenges of 2e students with autism.

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موارد عسر القراءة يشمل نقاط الاتصال الإقليمية ، وأدلة الأسرة ، والكتب ، والمواقع الإلكترونية              Dyslexia Resources

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موارد عسر القراءة يشمل نقاط الاتصال الإقليمية ، وأدلة الأسرة ، والكتب ، والمواقع الإلكترونية              Dyslexia Resources

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12-18#

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Includes Regional Points of Contact, Family Guides, Books, and Websites

Regional Points of Contact

Identification and Evaluation
School Psychology Services staff provide support to school psychologists with data interpretation from evaluation reports and other sources; provide help with questions about identification of students with dyslexia.

Region 1: Michelle Scales, mdscales@fcps.edu
Region 2: Laura Wisotzkey, Laura.Wisotzkey@fcps.edu
Region 3: Kathryn Casterline, kbcasterline@fcps.edu
Region 4: Paul Bordelon, Paul.Bordelon@fcps.edu
Region 5: Ellen Goldberger, Ellen.Goldberger@fcps.edu

Core Instruction and Classroom Assessment
Instructional Services/Responsive Instruction staff will collaborate with school staff to support balanced literacy instruction.

All Regions: Carrie Leestma, Carrie.Leestma@fcps.edu

Intervention a nd Accommodation
Office of Special Education Instruction staff provide support with making the instructional match; provide training in intervention programs for special and general education teachers.

Region 1: Jillian Lynch, jelynch@fcps.edu
Region 2: Erin Woodward, ewoodward@fcps.edu
Region 3: Erin Woodward, ewoodward@fcps.edu
Region 4: Erica Jones, ejones1@fcps.edu
Region 5: Jillian Lynch, jelynch@fcps.edu

For support with collaboration and communication around issues of dyslexia in any region please contact Carrie Leestma, Dyslexia Specialist, Carrie.Leestma@fcps.edu

FCPS Resources

Books

Dehaene, S. (2009) Reading in the Brain: The New Science of How We Read. New York, NY: Penguin.

Mather, N. & Wendling, B. (2012). Essentials of Dyslexia: Assessment and Intervention. Hoboken, NJ: John Wiley & Sons.

Shaywitz, S. (2003). Overcoming Dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Knopf.

Wolfe, M. (2007). Proust and the Squid: The Story and Science of the Reading Brain. New York, NY: Harper Collins.

Web Resources
Dyslexia Information and Resources

Dyslexia Communities
Decoding Dyslexia-Virginia
International Dyslexia Association
Understood: for learning and attention issues

Self-Advocacy
Web resources to support student self-advocacy are below:
http://www.scholastic.com/teachers/article/how-you-can-help-children-solve-problems
http://lifeafterieps.com/teaching-kids-a-practical-strategy-for-everyday-problem-solving/
http://dyslexiahelp.umich.edu/dyslexics/living-with-dyslexia/home/teaching-self-advocacy-to-your-child
Phonics Resources
Some valuable resources for information on phonics assessments and explicit phonics instruction are:

CORE Assessing Reading Multiple Measures for Kindergarten through Eighth Grade, 2nd Edition by Consortium on Reading Excellence, Inc., Arena Press, 2008.

CORE Teaching Reading Sourcebook, 2nd Edition by Consortium on Reading Excellence, Inc., Arena Press, 2008.

LETRS: An Introduction to Language and Literacy by Deborah Glaser and Louisa C. Moats, Sopris West, 2008.

For more information on teaching basic phonics skills, visit the following websites:
English Learners and Dyslexia
Articles:
Dyslexia and the English Learner Dilemma, 2015, Dr. Kelli Sandman-Hurley, languagemagazine.com

Books:
Why Do English Language Learners Struggle with Reading? Distinguishing Language Acquisition from Learners Disabilities - Second Edition; 2016, John J Hoover, Leonard M Baca; Janette K Klingner, Corwin a SAGE Publishing Company, Thousand Oaks, CA.

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Dyslexia Resources | Fairfax County Public Schools

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Includes Regional Points of Contact, Family Guides, Books, and Websites

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/special-education-procedural-support/Section-504-information

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Section 504 of the Rehabilitation Act of 1973 covers any student who has, has a record of, or is regarded as having, a physical or mental impairment that substantially limits one or more major life activities.
This site requires JavaScript to be enabled in order to run.

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Section 504 of the Rehabilitation Act of 1973 covers any student who has, has a record of, or is regarded as having, a physical or mental impairment that substantially limits one or more major life activities.

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خدمات للطلاب المكفوفين وضعاف البصر                              Services for Students Who Are Blind or Visually Impaired 

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خدمات للطلاب المكفوفين وضعاف البصر                              Services for Students Who Are Blind or Visually Impaired 

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/blind-visually-impaired-services#

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Serving students ages 2-22 who require specialized instruction and support with a variety of visual impairments.

Educational services for students who are blind or visually impaired range from itinerant services delivered in neighborhood schools to a resource room for a more intensive level of service offered at Robinson Secondary School.

Students who are able to participate in general education classrooms receive support from an itinerant teacher of the blind-vision impaired in their neighborhood schools. Itinerant teachers also provide services for students who are blind-vision impaired in other special education programs countywide.

Distance Learning Supports

Location

Reserve a quiet area for your student to work

Make sure the desk or table is located near an outlet to keep the computer and other devices charged

Consider windows and light sources.

If your student is sensitive to light, make sure they are not facing a window (or make sure the blinds are tightly closed).

To avoid glare on the computer screen, close the blinds on windows behind your student and pay attention to overhead lighting

Use a desk lamp for additional lighting, if needed

Desk/Table Layout

Use a desk or table that is large enough to fit the student's laptop, as well as any additional devices/materials

Keep the layout of materials on the desk consistent

Prop the computer up with a large book or box so the screen is at the student's eye level

If using a tablet or phone, consider using a gooseneck to hold the device at eye level

Organization

If keeping all documents electronically:

Download files to your computer/external drive- this will make it easier to adjust for individual visual needs, such as enlarging text

Create folders for each class or subject

Create sub-folders (if necessary). For example, within a folder titled "Math," you could have sub-folders for homework, daily lessons, worksheets, formula sheets, etc.

Consider saving files for projects/assignments that need to be turned in for credit in their own folder or subfolder such as "Due Soon" or "To Do." Once the assignment is turned in, you can move it to a different folder.

Save files used daily in an easily accessible area

If keeping physical, hard copies of documents:

Use folders/binders for each subject area

Keep the files/folders organized by classroom schedule

Make sure to keep your workspace stocked with dark pens/pencils, lined paper, and other tools for students with low vision!

Virtual Learning Tool Supports

Technology support videos available in American Sign Language (ASL), Cued Speech, and Spanish from FCPS Deaf/Hard of Hearing (DHH) Services. Also includes resources to support students who are blind or visually impaired.

Orientation & Mobility (O&M) Resources

Cortical Vision Impairment (CVI) Resources

Core Services

All elementary, middle, and high school sites serving students who are blind-vision impaired offer the following essential core, eligibility, and assessment services to students.

Follow Fairfax County Public Schools Program of Studies (POS) and Standards of Learning (SOL) as curriculum guidelines along with other classroom curriculums such as the Life Skills Program and the Core Curriculum for Blind and Visually Impaired.

Provide instruction in compensatory skills such as concept development, spatial understanding, study and organizational skills, and speaking and listening skills.

Provide instruction in Braille, large print, print with the use of optical devices, regular print, tactile symbols, and recorded materials.

Provide adapted physical education.

Provide individualized instruction and small self-contained classes as defined in the student's Individualized Education Program (IEP).

Provide services ranging from monitor-consult level to direct instruction in the student's general educational setting.

Provide a resource room for students who require a more intensive level of service at the secondary level.

Provide support to students who participate in general education classes through teacher consultations.

Provide services by certified teachers of the blind-vision impaired.

Provide attention to unique needs of social interaction and independent living.

Provide educational and social support, and support for parents related to vision impairments and their educational implications.

Provide instruction by certified teachers in orientation and mobility to instruct students in the development of skills and knowledge that enables the student to travel safely and independently.

Provide access to classroom computers by using assistive technology such as screen enlargement and screen readers.

Provide appropriate low vision aids and training in visual efficiency, which may include magnifiers for near and distant viewing, closed circuit televisions (CCTV), personal notetakers, and talking calculators by working in conjunction with the Virginia Department for the Blind and Vision Impaired.

Eligibility

The service providers for students who are BVI collaborate with other school personnel to determine if a student is having a short-term vision problem or a disability due to vision impairment and whether the student may benefit from special education intervention. Consultation and direct instruction are provided to students who are eligible for special education based on vision impairment. This vision impairment must adversely affect the educational performance of the student.

Visual acuity of 20/70 or less in the better eye with best correction.

A severely restricted field of vision.

Visual, not visual perceptual difficulties, for whom significant modifications in the educational program have not been sufficient.

Additionally, services are available on a consultation basis for students who have short-term vision issues that are not considered a vision disability.

Has the student received a vision screening (done by the nurse or clinic aide) at his or her school and what are the results?

Is the student already receiving special education services for another disability area?

Does the student wear glasses?

Has the student ever been evaluated by an optometrist or an ophthalmologist? (Call the parents or guardians to request this information.)

Is the student wearing a patch over one eye?

Is the student rubbing his or her eyes, squinting at the blackboard, or holding reading materials very close (within two inches) to his or her eyes?

Is the student falling down on the playground or walking into people or adults in the halls?

Is the student constantly losing his place on a page?

As a part of the referral and eligibility process for the services for blind and vision impairment, the local screening committee can request a functional vision assessment to determine:

Eligibility or reevaluation services for a student with a visual impairment;

Strengths and needs for IEP development and instruction.

The functional vision assessment provides information on the educational impact of the student's vision impairment, including near and distant visual functioning, optical aids, lighting considerations, and visual fields.

A learning media assessment can be requested to assess the student's ability to access and use different learning media in reading and writing. This may include Braille, large print, optical aids, and auditory materials.

The functional vision-learning media assessment are used with other assessment tools, such as the eye report, psychological, sociocultural, educational, and information from parents and teachers to determine BVI eligibility.

When to Contact Services for Blind and Vision Impaired

With any questions regarding concerns about the nature of the student's vision issues.

When filling out a Multipurpose Referral Form (SS/SE-5) detailing the concerns regarding the student's vision issues.

When a local screening committee (LSC) makes the decision that the student's vision impairment may be adversely affecting the educational performance. A request for a functional vision assessment is indicated on the Notice and Consent form (SS/SE-2), including details of your concerns regarding the student's vision issues written on the local screening committee report (SS/SE-14). The functional vision assessment and a learning media assessment are conducted by a teacher of the visually impaired to help determine the educational impact of the student's vision impairment.

Consideration for special education eligibility based on a visual impairment requires documentation by medical examination or other qualified professional, otherwise known as an eye report, within the past year. Evaluation by an appropriate doctor (ophthalmologist) is the responsibility of the parents. Obtain the eye report prior to the functional vision assessment, so the teacher has the necessary background information regarding the educational implications of the etiology. Services for blind and vision impaired will provide an eye report form, upon request, to be filled out by the eye doctor. The teacher should be invited to the local screening committee to help read and interpret the information on the eye report.

Contact Information

For more information on the services available to students who are blind or vision impaired, contact Nicole Warwick, program manager, at 571-423-4860 or nawarwick@fcps.edu.

Additional Resources

Virginia Department of Education (VDOE) Resources

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Services for Students Who Are Blind or Visually Impaired

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Serving students ages 2-22 who require specialized instruction and support with a variety of visual impairments. Educational services for students who are blind or visually impaired range from itinerant services delivered in neighborhood schools to a resource room for a more intensive level of service offered at Robinson Secondary School.

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خدمات للطلاب الصم أو ضعاف السمع                                  Services for Students Who Are Deaf or Hard of Hearing    

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خدمات للطلاب الصم أو ضعاف السمع                                  Services for Students Who Are Deaf or Hard of Hearing    

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/deaf-hard-hearing-services#

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Site Based Services

Site-based programs for students who are deaf or hard of hearing exist for students whose IEP teams determine this level of service appropriate for equal access to the curriculum. Communication modalities used in these programs are:

Auditory-oral - A method of educating DHH students that emphasizes the use of residual hearing through amplification technology as well as speech reading to access and develop language. Focus on auditory skill development with an emphasis on verbal communication strategies.

Cued language - A method of educating DHH students that facilitates access to spoken language with visual access of cues. Cues are handshapes that represent sounds. The combination of handshapes with movement form syllables, words, and sentences. Emphasis on paired verbal and visual communication.

Total communication (sign) - A method of educating DHH students that uses a variety of communication modes including: American Sign Language (ASL), picture systems, sign supported speech, fingerspelling, gestures, communication devices, and the use of amplification technology to access and develop language.

Least Restrictive Environment (LRE) discussion begins at the students' base school.

Camelot Preschool

8100 Guinevere Dr. , Annandale, VA
Contact: Aileen Flaherty, Principal
Procedural support: Mike Schmidt

Work within the framework of the preschool POS.

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf for the majority of the school day.

Interpreting and transliteration services on a regular and ongoing basis.

Focus on strategies for building vocabulary, language, and foundations for listening and visual language.

Canterbury Woods ES

4910 Willet Dr * Annandale, VA
Contact: William Reeder, Assistant Principal, ES Special Education
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Frost Middle School

4101 Pickett Rd * Fairfax, VA
Contact: Megan Counts, Assistant Principal, MS Special Education
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum.

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology for deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Woodson High School

9525 Main St * Fairfax, VA
Contact: Mandy Burke, Assistant Principal
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Focus on transition and postsecondary opportunities for students with hearing loss.

Additional Resources:
Services for Students Identified as Hearing or Visually Impaired (from VDOE)

Contact Information

For more information on the services available to students who are deaf or heard of hearing, contact Nicole Warwick, program manager, at 571-423-4860 or nawarwick@fcps.edu.

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Services for Students Who Are Deaf or Hard of Hearing

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Site-based programs for students who are deaf or hard of hearing exist for students whose IEP teams determine this level of service appropriate for equal access to the curriculum. Communication modalities used in these programs are: Auditory-oral - A method of educating DHH students that emphasizes the use of residual hearing through amplification technology as well as speech reading to access and develop language.

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دليل مصادر الدعم المجتمعيه .                                                  تنويه: هذا المصادر تم جمعها لتقديم المعلومات والدعم ولا تعكس تفضيل او اقتراحات معينه لاي من هذه المصادرمن قبل مدارس فيرفاكس الحكوميه او مركزموارد الأباء              

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دليل مصادر الدعم المجتمعيه .                                                  تنويه: هذا المصادر تم جمعها لتقديم المعلومات والدعم ولا تعكس تفضيل او اقتراحات معينه لاي من هذه المصادرمن قبل مدارس فيرفاكس الحكوميه او مركزموارد الأباء              

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Final 2023 Family Support Resource Guide

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تعديل الكتب للطلاب الذين يعانون من إعاقات بصرية وإعاقات أخرى

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تعديل الكتب للطلاب الذين يعانون من إعاقات بصرية وإعاقات أخرى

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https://www.youtube.com/watch?v=dsJ7hbhsVZc

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Adapting Books for Students with Vision Impairments and Other Disabilities

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مركزمصادر شمال فيرجينيا للصم وضعاف السمع

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مركزمصادر شمال فيرجينيا للصم وضعاف السمع

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https://nvrc.org/

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Inclusion, Accommodations, & Disability Etiquette Saturday, May 8, 2021
Time: 10 am - 11 am Hiring Deaf and hard of hearing employees adds valuable skills and knowledge ...
Read More & Register

Beyond Beginners ASL is an 8-week beginners-plus course in American Sign Language, Community and Culture. The maximum number of students is 10. If you have at ...
Read More & Register

More/Past Articles . . .

Recorded on Saturday, April 10, 2021 via ZOOM
Watch Video

Recorded, March 13, 2021Community Emergency Response Team (CERT):
Watch Video

Recorded - March 9, 2021 During the session,
Watch Video

(NVRC videos are ASL interpreted and captioned)

To see more check out NVRCtv YouTube Channel

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Northern Virginia Resource Center for Deaf & Hard of Hearing Persons - Improving Communication, Changing Lives

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Inclusion, Accommodations, & Disability Etiquette Saturday, May 8, 2021Time: 10 am - 11 am Hiring Deaf and hard of hearing employees adds valuable skills and knowledge ... Read More & Register Beyond Beginners ASL is an 8-week beginners-plus course in American Sign Language, Community and Culture. The maximum number of students is 10.

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  ندوه عن التعليم الخاص: فهم العمليه والتعاون مع المدرسه لاحراز تقدم

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  ندوه عن التعليم الخاص: فهم العمليه والتعاون مع المدرسه لاحراز تقدم

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https://www.youtube.com/watch?v=C-TLeizogK8&list=PLGuzwjaWS1pqE55fW-_CDD7ipdXvexmGa&index=22&t=1s

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Special Education: Understanding the Process and  Collaborating with Your School

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مجموعه الادوات للانتقال للاباء

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مجموعه الادوات للانتقال للاباء

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https://www.fcps.edu/sites/default/files/media/pdf/TransitionParentToolkit.pdf

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كتيب الطلاب ذوي الصفات الاستثنائيه المزدوجه

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كتيب الطلاب ذوي الصفات الاستثنائيه المزدوجه

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مصادر عن التوحد بالعربيه

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مصادر عن التوحد بالعربيه

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https://www.autismspeaks.org/arabic-resources

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أول 100 يوم بعد تشخيص اضطراب طيف التوحد

الدليل الإرشادي لعائلات الأطفال في سن الدراسة
A Parent's Guide to Autism
دليل الوالدين للتوحد

أداة دعم الأسر من مؤسسة التوحد يتحدث

Autism Speaks would like to thank the Mental Health Centre of Excellence at Aljalila Children's specialty Hospital in Dubai for the Translation of this document and a special Thank you Note for Suha AlShuaibat -Speech and Language Pathologist at the Autism Program - for taking the lead in translating this document for Arabic Speaking families.
Legal Disclaimer: Autism Speaks maintains resources for non-English speakers as a service to families as reference tools. Every effort has been made to ensure the content of the Tool Kits is up to date and consistent with the original English versions. Users are urged to use independent judgment when reviewing these materials.

We're Here to Help Chat with Us

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أول 100 يوم بعد تشخيص اضطراب طيف التوحد الدليل الإرشادي لعائلات الأطفال في سن الدراسة A Parent's Guide to Autism دليل الوالدين للتوحد أداة دعم الأسر من مؤسسة التوحد يتحدث Autism Speaks would like to thank the Mental Health Centre of Excellence at Aljalila Children's specialty Hospital in Dubai for the Translation of this document and a special Thank you Note for Suha AlShuaibat -Speech and Language Pathologist at the Autism Program - for taking the lead in translating this document for Arabic Speaking families.

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https://thearcofnova.org/programs/transition/guides-arabic/

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دليل نقاط التحول - العربية

* التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة

* التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص

* الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة

* التوظيف - دخول عالم العمل

* السكن - العثور على منزل للكبار ذوي الإعاقة

* الشيخوخة مع الإعاقة

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Arabic - The Arc Northern Virginia

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التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة * التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص * الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة * التوظيف - دخول عالم العمل * السكن - العثور على منزل للكبار ذوي الإعاقة * الشيخوخة مع الإعاقة For further information on The Arc of Northern Virginia's Transition POINTS program contact: Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

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https://www.youtube.com/watch?v=I9gaLgUbD3I

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What Parents Need to Know about 504 Plans

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خدمات التوظيف والانتقال (خدمات التوظيف والانتقال) Employment and Transition Services (Career and Transition Services)     

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خدمات التوظيف والانتقال (خدمات التوظيف والانتقال) Employment and Transition Services (Career and Transition Services)     

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/career-and-transition-services/employment#

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Facilitating students' transition to postsecondary options through resources and supports to youth, staff, parents, and the community.

What are Employment and Transition Services?

Transition services are mandated through Individuals with Disabilities Education Act (IDEA) to address all areas related to successful entry and participation in adult life. Transition services includes a coordinated set of activities for a child with a disability that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities. Transition services are defined as instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

Employment and Transition Representatives (ETRs) offer instruction, community experiences, employment supports, and transition assessment to promote career and college readiness in accordance with IDEA and the district's Portrait of a Graduate initiative. ETRs are assigned to all FCPS high schools, secondary special education centers and some of the nontraditional school programs. ETR support is given to students who have been found eligible for special education services and whose Individualized Education Program (IEP) team has determined that this level of support would benefit the student either on an intermittent basis or a more intensive, ongoing basis. Identifying employment and transition service needs often begins with a conversation with the student, the student's parents, and school personnel about the student's education, career and adult living goals. Services and support are then determined by the IEP team and are individualized based upon those needs. Although emphasis is given to juniors and seniors, freshman and sophomores may also receive this support.

Transition services may include:

developing business partnerships for work-based learning

monitoring students on community worksites

providing instruction on self-advocacy, goal setting, understanding disability and accommodations, course options, postsecondary services and accommodations, career pathways, information about IDEA and the Americans with Disabilities Act

providing training to teachers and parents on transition topics and the transition IEP process

completing referrals to FCPS classes and programs including academies and career assessment

completing referrals to adult agencies for postsecondary support

Employment Services include:

resume development

providing job leads

job application assistance

interview preparation

job site development, placement, and maintenance for students participating in specific course electives

coordinating transportation to work sites; assistance with public transportation route information

submitting job coach referrals

For more information about employment and transition services, contact Career and Transition Services at 571-423-4150.

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Employment and Transition Services (Career and Transition Services) | Fairfax County Public Schools

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Facilitating students’ transition to postsecondary options through resources and supports to youth, staff, parents, and the community.

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ADHD & SPD: Stop Power Struggles, Start Building Confidence by Kirk Martin

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Getting Past Procrastination with Ann Dolin 20 Sept 19

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How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
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Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

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Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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How to Keep Distracted Kids in “Study Mode” (Even If They Have ADHD)

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مجموعات دعم نقص وتشت الانتباه 

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مجموعات دعم نقص وتشت الانتباه 

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https://www.meetup.com/novachadd/

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What we're about

CHADD is a nonprofit organization that provides information and support to parents of children with attention deficit disorders, adults with attention deficit disorders, and others dealing with people affected by attention deficit disorders.

_____________________________________________________________________________________________________________________________

Click here to: MAKE A TAX DEDUCTIBLE DONATION! ( https://www.paypal.me/novadcchadd)

https://secure.meetupstatic.com/photos/event/1/9/a/5/600_466866565.jpeg

YOUR tax deductible contribution -- whatever the amount -- can make a difference! CHADD NoVA/DC, run entirely by volunteers, reaches thousands of people each year through its support groups, monthly "Understanding ADHD" Lecture Series, annual ADHD Awareness Month Conference, and participation in local events hosted by public and private schools and other non-profit organizations. We are honored to be named the 2017 CHADD Affiliate of the Year Award -- and need your help to continue to support local families affected by ADHD. Thank you for your generosity.

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CHADD of Northern Virginia and DC (Vienna, VA)

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CHADD is a nonprofit organization that provides information and support to parents of children with attention deficit disorders, adults with attention deficit disorders, and others dealing with people affected by attention deficit disorders. _____________________________________________________________________________________________________________________________ Click here to: MAKE A TAX DEDUCTIBLE DONATION! ( https://www.paypal.me/novadcchadd) https://secure.meetupstatic.com/photos/event/1/9/a/5/600_466866565.jpeg YOUR tax deductible contribution -- whatever the amount -- can make a difference!

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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National Institute of Mental Health (NIMH)

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Webinar: Recent Advances in Anxiety - Children/Adolescents

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Technology Tools to Support Reading for All Learners

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 ماذا يجب ان افعل قبل ان يكبر طفلي؟التخطيط لمستقبل الطلاب ذوي الاعاقات 

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 ماذا يجب ان افعل قبل ان يكبر طفلي؟التخطيط لمستقبل الطلاب ذوي الاعاقات 

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|  | WHAT SHOULD I DO BEFORE MY CHILD GROWS UP?
FUTURE PLANNING FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS WITH DISABILITIES Join Career and Transition Services (CTS) to learn about planning for life in and after high school. A series of webinars offered in February 2022 (Zoom links will be emailed to registrants at a later date): 2/2, 2/9, 2/16, and 2/23 6:30pm - 8:30pm It’s never too early or too late to start preparing for your future. We want to help you start planning for a successful transition from school to life as a young adult. Ensuring postsecondary success of our students with disabilities is dependent on what is known as transition planning. Please join CTS and other support service personnel for a month of webinars focused on planning for the future. Each week, webinar sessions will cover a range of topics: CTS programming and services for students with disabilities, short and long-term postsecondary supports, employment and postsecondary education considerations, Supported Decision Making, and student self-determination as an evidence-based predictor of post-school success. This event also includes two evenings of student/parent panels where members describe their firsthand experiences as they navigated Fairfax County Public Schools and planning for their child’s future. Session topics and specific dates are listed on the registration page. Register online here!

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خيارات الدبلومه المختلفه للطلاب 

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خيارات الدبلومه المختلفه للطلاب 

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Diploma Options For Students with Disabilities - YouTube

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Diploma Options For Students with Disabilities

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خيارات حل النزاعات

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خيارات حل النزاعات

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/dispute-resolution-options#

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Dispute Resolution Options | Fairfax County Public Schools

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Descriptions of the dispute resolution options for students with disabilities.

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خدمات العام الدراسي الممتد                                             Extended School Year (ESY) Services 

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خدمات العام الدراسي الممتد                                             Extended School Year (ESY) Services 

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/extended-school-year-esy-services#

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Special education and related services provided beyond the normal school year for the purpose of providing a free, appropriate public education (FAPE).

Extended School Year (ESY) services are provided to students, grades PreK thru 12, whose Individualized Education Program (IEP) team decided that the benefits the student gained during the regular school year will be significantly jeopardized if the student does not receive ESY services. All ESY services and transportation are provided free of charge as a part of the student's access to a free, appropriate public education (FAPE), in accordance with the Individuals with Disabilities Improvement Act (IDEIA) of 2004. Information about Extended School Year 2022 will be posted as it becomes available.

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Special education and related services provided beyond the normal school year for the purpose of providing a free, appropriate public education (FAPE). Extended School Year (ESY) services are provided to students, grades PreK thru 12, whose Individualized Education Program (IEP) team decided that the benefits the student gained during the regular school year will be significantly jeopardized if the student does not receive ESY services.

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خيارات الدبلومه المختلفه للطلاب 

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خيارات الدبلومه المختلفه للطلاب 

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Diploma Options For Students with Disabilities - YouTube

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Diploma Options For Students with Disabilities

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Information, tips and resources to support families.

June 5, 2025

Dear Families,

As the last day of school bell rings in less than a week, the Department of Special Services (DSS) wants to take a moment to thank and celebrate our students, teachers, staff, and families for all their hard work and dedication. We are so proud of the growth, achievements, and incredible progress you've all made this school year. We hope the summer brings opportunities for relaxation, fun, and continued learning in new and exciting ways.

This issue of the newsletter provides information, resources and ideas for engaging activities and continued learning to help with a strong finish to the school year and a fun-filled and fulfilling summer.

COVID-19 Compensatory Education: Summer Academy

If your child has outstanding COVID-19 (C-19) compensatory services, they may attend the C-19 Summer Academy, running from July 28 to August 7. The decision to participate in the academy is made together with your child's IEP team. Interested in exploring this opportunity for your child? Contact your child's special education case manager to schedule an IEP meeting.

Extended School Year (ESY)

The Extended School Year (ESY) staff reviews student registration weekly to ensure all students have the necessary staff on their first day of ESY.

We're pleased to share that as of May 15, 97% of ESY staff have been hired and placed, and 99% of staff are in the hiring process (offers have been extended). ESY staff hiring data is updated weekly.

Please look out for these upcoming ESY communications and events:

Staffing Information Updates on June 3, June 10, and June 17: Parents/guardians of students registered for class-based ESY services in June or July will receive email updates about staffing for their child's ESY site. Students registered after the first or second notification will be included in later updates.

ESY Site Communication the Week of June 23: Families will receive communication directly from their ESY site administrators.

Open House on Friday, June 27: Your child's ESY site will host an Open House. Times will vary by site. More information to come from your site.

Be a Special Education Teacher!

Have you ever thought about becoming a special education teacher in FCPS? Register now for the virtual information session on Thursday, June 12, 6-7:15 p.m., to learn more about becoming a special educator.

Register for the virtual special education teacher information session

Planning for Life after High School

It's easier for students to prepare for what comes after high school when they have help and support. Studies show that students with disabilities perform better in school and at jobs when they start working with adult service providers early on.

FCPS partners with these adult agencies to support successful transitions:

Learn more information about FCPS Postsecondary Services and FCPS Career and Transition Services .

Fun Ways to Get your Kids Moving this Summer

Summer is a great time for your child to have fun with family and friends by playing games, sports, and other physical activities. This will look different for each child based on their interest, opportunity, and ability level.

Having a regular schedule with routines makes sure they have chances to join in and engage. These activities are best when they are meaningful and useful to both you and your child.

You can find activities right at home, like making household chores fun and active. For example, have your child throw, push, or drop laundry into a basket, hamper, washing machine, or dryer. Other activities may include vacuuming to music, carrying in groceries, or pushing a shopping cart.

Outside of the home, Fairfax County offers many parks to explore. Hike or bike on a nature trail, or have sensory cool water fun at one of the parks: Clemyjontri Park (McLean) , Chessie's BIG Backyard (Franconia) , Our Special Harbor Sprayground (Franconia) , Hadley Park (Sterling) . The Park Authority's Adapted Recreation Programs provide many wonderful options, as does Fairfax County Public School's list of Adapted Sports and Recreation .

Fairfax County Special Education Parent Teacher Association (SEPTA) News

Fairfax County SEPTA is a county-wide parent-teacher association representing families, students and staff serving students with disabilities in FCPS. Check out our most recent news:

On Saturday, May 3, we celebrated the 200+ nominees of our 2024-2025 Fairfax County SEPTA Excellence Awards. Thank you to the elected officials and FCPS leadership team members who attended. Check out the list of awardees and event photos .

Congratulations to our newly elected 2025-2026 SEPTA officers!

Thank you to all who responded to our call to action and came out to advocate for special education department chairs and advanced academic resource teachers (AARTs) at the Fairfax County School Board Budget Hearing on May 13.

Are you interested in joining SEPTA for the upcoming 2025-2026 school year? Fill out this SEPTA Membership Google form, and we'll contact you when the membership period opens.

Accessibility on the FCPS Website

The FCPS Website is designed with accessibility tools so that everyone can understand, enjoy, and benefit from the information that is shared. Web accessibility tools include screen readers, which read the website aloud, magnification tools to make the screen bigger, and language translation options. Watch this video to learn more about the web accessibility tools .

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Archived Newsletters

DSS publishes this quarterly electronic newsletter to provide you with updated special education and 504 information, tips, and ideas to support you and your family. Notification of the latest publication of this newsletter is sent to you through eNotify and GovDelivery (News You Choose) email platforms.

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The Special Education and 504 Newsletter, from the Department of Special Services, provides updated information, tips and ideas to support families.